Unit 5 Reading 教学设计- 2025-2026学年译林版英语八年级下册

译林新版8BU5 Lesson Plan 2: Reading – When in Rome, Do as the Romans Do Textbook Reference: Unit 5, Pages 66-67 I. Teaching Objectives Language Ability: Skim and scan a blog post to identify differences in British and Chinese manners; understand key phrases (feel at home, address, modest, hospitable). Cultural Awareness: Deeply understand the concept of "modesty" in Chinese culture vs. directness in Western culture; appreciate the idiom "When in Rome...". Thinking Quality: Infer the author's attitude; compare cultural behaviors critically without judging one as superior; reflect on how to adapt to new environments. Learning Ability: Use a comparison chart to organize information; guess word meanings from context. II. Key & Difficult Points Key: Understanding specific cultural differences (greetings, praise, dining); mastering the reading strategy of distinguishing facts from opinions. Difficult: Grasping the abstract concept of "modesty" (Nali, nali) and explaining it to a foreigner; reflecting on the emotional impact of cultural shocks. III. Teaching Procedures Step 1: Pre-reading Activity: Show the title "When in Rome, do as the Romans do." Q1: "What do you think this proverb means? Have you ever been to a place where you didn't know the rules?" Q2: "Robert is from the UK. What differences do you expect him to notice in China?" Step 2: While-reading Skimming: Identify the text type (Blog post). Who is the audience? (Friends/Family in the UK). Scanning (Part A & B): Complete the comparison table. 1　 Politeness: UK ("Please") vs. China ("Nin"). 2　 Praise: UK (Accept openly) vs. China (Modest/"Nali, nali"). 3　 Caring (Dining): UK (Ask if OK) vs. China (Put food on plate). Q3: "Why do Chinese people say 'Nali, nali' instead of 'Thank you'? Is it because they don't hear the praise?" (Guide to: It’s a cultural virtue of humility). Q4: "Robert felt his host was 'hospitable' but also felt he ate too much. Why didn't he refuse?" (Analyze the pressure of politeness). Step 3: Deep Dive Activity: "Emotion Graph." Trace Robert’s feelings through the text. Arrival: Kind -> Observation: Surprised -> Dinner: Polite -> Conclusion:Accepting. Q5: "Robert says, 'It can be hard at first.' Why is adapting to culture hard? What emotions might a foreigner feel?" (Anxiety, embarrassment, loneliness). Q6: "Is 'When in Rome...' always good advice? Should we lose our own culture to fit in?" (Critical discussion: Adaptation vs. Identity). Step 4: Post-reading Real-life Connection: "If a foreign student comes to our class tomorrow, what is one 'Chinese school manner' we must teach them immediately?" Long Sentence Analysis: Sentence: "My Chinese friends are kind enough to make me feel at home, but I've noticed some interesting differences in manners." Analysis: "Kind enough to..." (Structure: adj + enough + to do). "Feel at home" (Idiom: comfortable). IV. Homework Write a short paragraph (50 words) answering: "What is one Chinese manner you are proud of? Why?" Retell the story of Robert’s dinner to your parents in English. V. Blackboard Design Unit 5 Reading: When in Rome... Key Differences: . Politeness: Please (UK) <-> Nin (China) . Praise: Thank you (UK) <-> Nali, nali (China - Modesty) . Care: Ask (UK) <-> Serve food (China - Hospitality) Key Phrase: Feel at home, Hospitable, Modest Core Idea: Respect differences -> Adapt -> Understand 学科网（北京）股份有限公司 $